STRATEGIES FOR IMPROVING EARLY CHILDHOOD EDUCATION PROGRAMME IN FEDERAL COLLEGE OF EDUCATION (TECHNICAL) UMUNZE. ANAMBRA STATE.
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STRATEGIES FOR IMPROVING EARLY CHILDHOOD EDUCATION PROGRAMME IN FEDERAL COLLEGE OF EDUCATION (TECHNICAL) UMUNZE. ANAMBRA STATE.
ABSTRACT
The research was conducted to identify ideas for strengthening the early childhood education programme at the Federal College of Education (Technical) Umunze in Anambra State. The study was led by four research questions. A survey was undertaken at the Department of Early Childhood Education at the Federal College of Education.
The study’s population consists of two hundred and eight (208) year two and year three NCE students, with a sample size of 208. The data was collected using 20-item surveys. The data were collected and analysed using the mean statistical tool.
Based on the findings, recommendations were given as follows: Strategies for strengthening the early childhood education program include organising workshops and seminars for teachers, asking the government to grant additional funds for program implementation, regular oversight by the government and ministry, and providing instructional facilities, equipment, and materials.
The impact of an insufficient number of qualified teachers on the effective implementation of early childhood education programs is as follows: lack of qualified teachers, insufficient number of teachers, lack of competent teachers, teachers of early childhood education are few in the institution, and the majority of the teachers are not specialists.
The effect of non-availability of early childhood equipment / materials on the improvement of early childhood education is that the equipment / materials used to improve the program are inadequate, there are insufficient classrooms and conducive environments, and the government assists the institution in providing equipment / materials.
The effect of poor government funding of early childhood in the tertiary level on the development of early childhood education programs is thus; government are expected to use motivating factors, lack of government interest in the implementation of early childhood education in all tertiary institutions, and poor funding by the government.
CHAPTER ONE: Introduction
Background of the Study
Education is a hinge on which each nation’s growth and development rests, hence every nation strives to educate its citizens, regardless of age. However, Eyetsemitan (2003) emphasised the importance of education in providing residents with a wide range of options for overall growth and efficiency.
Education, as an indispensable tool in nation building, is a process of systematic training and instruction designed to transmit knowledge and acquire skills, potentials, and abilities that will allow an individual to contribute effectively to the growth and development of his society and country.
According to Osakwe (2006), it entails an individual’s whole development, including physical, social, moral, intellectual, and mental growth.
As a result, early childhood education refers to the instruction that children get at an educational institution before entering primary school (FRN 2004). According to Mezieobi (2006), early childhood education is a formalised educational process that children aged two and a half to five years and older are subjected to in a designated pre-school institution.
Meanwhile, a child’s IQ, personality, and social conduct are most strongly influenced by his or her early years. The years before a child reaches kindergarten are among the most critical period in his or her life in terms of learning or assimilation of ideas, that is why modern societies show serious concern for the education of their young ones by providing needed support to prepare them to succeed later in school (Ejieh, 2006).
It is common practice in most societies to make provision for early childhood education programs of various kinds for children below the official school. (Obidike, 2012).
Meanwhile, the Nigerian federal government has highlighted one of the educational system’s activities in the National Policy on Education (FRN,2004) due to its importance in the child’s complete development. As a result, the federal government created a low-cost, community-based, and non-formal day care service.
Day care providers are introduced to locally sourced educational resources that promote the child’s cognitive, affective, and psychomotor development.(Zakariya 2012).
However, there is no doubt that the execution of early childhood education necessitates a collaborative effort or input from all stakeholders, including the government, parents and guardians, and school authorities. While the government is expected to provide enough teaching and learning resources.
According to Mahuta (2007), the goal of early childhood education is to foster children’s correct development, recognise and address their problems, support their potentials, shape their character, and promote personal, communal, and global development in all aspects of life.
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